Describe a familiar route in order
When to use this goal
For students building mental maps who can travel some routes and are ready to explain them. Present levels in landmark use and directional words decide fit.
- Baseline
- Ask the student to describe two routes they travel and score each with the rubric. Compare the description with how they actually travel the route.
- Tips
- Use the student's own words and directional terms. Moving from left and right to cardinal directions is a later step.
- Limits
- Describing a route is not traveling it; some students travel well and describe poorly, and the reverse. Score the travel separately in a route goal.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ac-om-014.
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Goal
By the annual IEP review date, when asked before an O&M lesson to describe a taught route from start to destination, the student will tell the route in order, naming the start, each landmark, each turn with its direction, and the destination without notes or a map, earning a score of at least 9 out of 12 on a 4-row route description rubric scored 0 to 3 per row, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
Baseline: 4 out of 12 rubric points.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Rubric score fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Rubric scoring gives rubric score data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Orientation & Mobility.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Vision, Hearing & Assistive Technology - Orientation & Mobility
- Baseline
- 4 out of 12 rubric points.
- Annual goal470 characters
- By the annual IEP review date, when asked before an O&M lesson to describe a taught route from start to destination, the student will tell the route in order, naming the start, each landmark, each turn with its direction, and the destination without notes or a map, earning a score of at least 9 out of 12 on a 4-row route description rubric scored 0 to 3 per row, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- When asked before an O&M lesson to describe a taught route from start to destination
- Behavior
- The student will tell the route in order, naming the start, each landmark, each turn with its direction, and the destination without notes or a map
- Criteria
- Earning a score of at least 9 out of 12 on a 4-row route description rubric scored 0 to 3 per row, in 3 of 4 consecutive biweekly probes
- Evaluation method
- A defined scoring rubric
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Rubric tracker. Scores each rubric criterion and totals them.
Rubric tracker
Rubric score- Student label:
- Target:
- earning a score of at least 9 out of 12 on a 4-row route description rubric scored 0 to 3 per row
- Mastery rule:
- in 3 of 4 consecutive biweekly probes
- Collection schedule:
- every two weeks
- Method:
- Rubric scoring
- Data collector:
Goal: By the annual IEP review date, when asked before an O&M lesson to describe a taught route from start to destination, the student will tell the route in order, naming the start, each landmark, each turn with its direction, and the destination without notes or a map, earning a score of at least 9 out of 12 on a 4-row route description rubric scored 0 to 3 per row, in 3 of 4 consecutive biweekly probes, as measured by a defined scoring rubric collected every two weeks.
| Date | Task / sample | Names the starting point and the destination | Lists the landmarks in the correct order | Gives each turn with a direction word (left, right, or a cardinal direction) | Includes a safety point (such as stairs, a door, or a crossing) | Total (of 12) | Notes |
|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score each sample with a 4-row route description rubric scored 0 to 3 per row. Attach or reference the rubric's score descriptors.
- Use the same prompt type and conditions for each scored sample.
- If two people score, check agreement on a few samples before relying on the data.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.